The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK

Online educational resource


Cullimore, M., Halford, K., Day, S,, Gordon, A., Billingsley, B. and Mosselmans, F. 2022. The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7438811
AuthorsCullimore, M., Halford, K., Day, S,, Gordon, A., Billingsley, B. and Mosselmans, F.
Learning levelPrimary science
Task purpose

Hands-on, innovative science resource for teaching science in primary school; resource co-created with research scientists, STEM Ambassadors and teachers; based on cutting edge research at Diamond Lightsource.

Abstract

In the STFC funded Epistemic Insight Initiative project, The Power of Light, a series of resources have been designed informed by co-creation activities, pilot lessons, and workshops that involved children in schools and with their families in community spaces. Through this project with Diamond, we brought into classrooms and community spaces how light can be used to help investigate the world around us, address real-world problems and inform our thinking about Big Questions. The resources we develop support teachers' and their students' sense of agency when exploring 'how knowledge works' and how knowledge is built through different disciplines (including the natural sciences, the arts, and the humanities).

This 'zine', with its focus on how scientists have been working with astronomers, geographers, and other disciplines to explore relationships between matter in environments that we cannot directly experience here on Earth, in space, and into the future through the use of scientific modelling and a synchrotron. Zine 3, with its focus on space and energy, has been developed through co-creative activities involving research scientists at Diamond Light Source (UK), academics, primary school teachers, STEM ambassadors, and Diamond's public engagement team.

Zines use an appealing combination of text and images to create a concise comic-like narrative format to generate enthusiasm about a particular area of interest - the series of zines designed for this project focuses on research taking place at the Diamond facility. The Diamond Light Source facility houses a synchrotron which is used to conduct research in a variety of applied fields of science and technology.

This zine is designed to be accessible to ages 8+, and works well with a short animation (available in both Zenodo and on the Epistemic Insight You Tube channel) that has been created with additional funding from STFC. Teaching notes are available for this zine, with guidance and activity sheets to support working with the Power of Light resources.

This zine explores these discussion questions: 1) What do we know bout our planet Earth (and how it 'works')? 2) What can help us build knowledge about things beyond planet Earth? 3) What might help to inform our thinking when making choices and decisions?

KeywordsEpistemic insight; Light; Science; STEM; Scientific research; Widening participation
Year2022
Digital Object Identifier (DOI)https://doi.org/10.5281/zenodo.7438811
Official URLhttps://www.diamond.ac.uk/Public/For-School/Resources/Power-of-Light-Zine-Project.html
FunderScience and Technology Facilities Council (STFC)
Publisher's version
File Access Level
Open
File
File Access Level
Open
Publication process dates
Deposited28 Mar 2023
Permalink -

https://repository.canterbury.ac.uk/item/943qw/the-power-of-light-zine-3-why-do-we-explore-the-world-around-us-an-epistemically-insightful-way-to-explore-the-nature-of-science-and-research-at-diamond-light-source-uk

  • 5
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month

Export as

Related outputs

EI STFC Power of Light animation - introducing Big Questions and Diamond Light Source
Cullimore, M., Billingsley, B., Heyes, J. and Gordon, A. EI STFC Power of Light animation - introducing Big Questions and Diamond Light Source. https://doi.org/10.5281/zenodo.7439214
Co-creation of learning resources that cross disciplinary boundaries within an international learning community
Gordon, A., Thomas, C., Simpson, S. and Lawson, F. 2023. Co-creation of learning resources that cross disciplinary boundaries within an international learning community.
Power of Light – collaborative co-creation of innovative resources for primary science education.
Gordon, A. and Cullimore, M. 2023. Power of Light – collaborative co-creation of innovative resources for primary science education.
Teaching sustainability and stewardship workshop 1: Collaborative approach to developing engagement with science and religion: Exploring sustainability in an international learning community
Gordon, A., Lawson, F., Simpson, S. and Thomas, C. 2023. Teaching sustainability and stewardship workshop 1: Collaborative approach to developing engagement with science and religion: Exploring sustainability in an international learning community.
Leading learning and teaching transformation across the ITE EI consortium –impact across the partner institutions
Gordon, A. 2023. Leading learning and teaching transformation across the ITE EI consortium –impact across the partner institutions.
Do multiple bonds to the boron atom exist?
Berski, S., Mierzwa, G. and Gordon, A. 2023. Do multiple bonds to the boron atom exist?
What is the future of knowledge?
Billingsley, B., Gale, Francesca and Chappell, Keith 2023. What is the future of knowledge? Journal of Biological Education. https://doi.org/10.1080/00219266.2023.2190270
Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight
Billingsley, B. and Heyes, J. 2022. Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight. The Curriculum Journal. 34 (2), pp. 335-351. https://doi.org/10.1002/curj.190
The Power of Light Zine 2 - Why does life exist? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Geraki, T., Linton, P., Gordon, A., Billingsley, B. and Halford, K. 2022. The Power of Light Zine 2 - Why does life exist? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7438698
The Power of Light Zine 1 - Why do things change? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Halford, K., Mosselmans, F., Reeve, L., Billingsley, B. and Gordon, A. 2022. The Power of Light Zine 1 - Why do things change? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7401129
CPD 1 - Embedding Epistemic Insight and Big Questions across a whole school curriculum
Simpson, S. and Gordon, A. 2022. CPD 1 - Embedding Epistemic Insight and Big Questions across a whole school curriculum. https://doi.org/10.5281/zenodo.7729394
Creating epistemically insightful learning experiences in primary classrooms: insights into the nature of science
Gordon, A., Simpson, S. and Lawson, F. 2022. Creating epistemically insightful learning experiences in primary classrooms: insights into the nature of science.
Transforming teacher education - introducing ITE students to Epistemic Insight: a workshop
Warhurst, A., Campbell, R. and Gordon, A.J. 2022. Transforming teacher education - introducing ITE students to Epistemic Insight: a workshop.
Bristlebots and other friends. A progression of Epistemic insight workshops using small things to ask big questions
Bentley, K., Gordon, A.J. and Litchfield, A. 2022. Bristlebots and other friends. A progression of Epistemic insight workshops using small things to ask big questions.
Science, religion and sustainability in schools: outlining a teacher learning community approach.
Gordon, A.J., Lawson, F., Simpson, S. and Thomas, C. 2022. Science, religion and sustainability in schools: outlining a teacher learning community approach.
The epistemic insight digest: Issue : Autumn 2022
Gordon, A., Shalet, D., Simpson, S., Hassanin, H., Lawson, F., Lawson, M., Litchfield, A., Thomas, C., Canetta, E., Manley, K. and Choong, C. Shalet, D. (ed.) 2022. The epistemic insight digest: Issue : Autumn 2022. Canterbury Canterbury Christ Church University.
Leading transformation in ITE teaching within the EI consortium
Gordon, A.J. 2022. Leading transformation in ITE teaching within the EI consortium.
The epistemic insight digest: Issue 4: Spring 2022
Gordon, A., Cullimore, M., Hackett, L., Shalet, D., Jennings, B-L, Semaan, A. S. and Pickett, M. Shalet, D. (ed.) 2022. The epistemic insight digest: Issue 4: Spring 2022. Canterbury Canterbury Christ Church University.
Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond
Lawson, F. and Billingsley, B. 2022. Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond.
Interdisciplinary engineering education - essential for the 21st century
Gordon, A., Simpson, S. and Hassanin, H. 2022. Interdisciplinary engineering education - essential for the 21st century.
Theoretical insights and quantitative prediction of the nature of boron–chalcogen (O, S, Se, Te) interactions using the electron density and the electron localisation function (ELF)
Michalski, M., Gordon, A. and Berski, S. 2021. Theoretical insights and quantitative prediction of the nature of boron–chalcogen (O, S, Se, Te) interactions using the electron density and the electron localisation function (ELF). Polyhedron. https://doi.org/10.1016/j.poly.2021.115495
In the search for ditriel B⋯Al non-covalent bonding
Berski, S. and Gordon, A. 2021. In the search for ditriel B⋯Al non-covalent bonding. New Journal of Chemistry . 45, pp. 16740-16749. https://doi.org/10.1039/D1NJ01963E
Secondary school students’ perceptions of scientific and religious positions on miracles
Billingsley, B., Taber, K. and Nassaji, M. 2021. Secondary school students’ perceptions of scientific and religious positions on miracles. Science and Christian Belief.
Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios
Taber, K., Billingsley, B. and Riga, F. 2021. Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios. SN Social Sciences. 1 (5), p. 104. https://doi.org/10.1007/s43545-021-00130-9
Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England
Billingsley, B., Heyes, J. and Nassaji, M. 2021. Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England. SN Social Sciences. 1 (11), p. 260. https://doi.org/10.1007/s43545-021-00243-1
The epistemic insight digest: Issue 2: Summer 2021
Crook, Matthew, Wall, Jasmine, Chignall, David, Parker, Gayle, Wilkinson, Murray and Billingsley, Berry Shalet, Dani (ed.) 2021. The epistemic insight digest: Issue 2: Summer 2021. Canterbury Canterbury Christ Church University.
Secondary school students' reasoning about science and personhood
Billingsley, B. and Nassaji, M. 2021. Secondary school students' reasoning about science and personhood. Science & Education. https://doi.org/10.1007/s11191-021-00199-x
Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion
Billingsley, B., Taber, K. and Nassaji, M. 2020. Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion. The Curriculum Journal. 32 (2), pp. 334-358. https://doi.org/10.1002/curj.83
Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England
Billingsley, B., Abedin, M. and Nassaji, Mehdi 2019. Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England. British Educational Research Journal. 46 (1), pp. 177-204. https://doi.org/10.1002/berj.3574
Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools
Billingsley, B. and Nassaji, Mehdi 2020. Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools. International Journal of Christianity & Education. 24 (2), pp. 153-178. https://doi.org/10.1177/2056997119895542
Epistemic insight: a systematic problem and an ecosystemic solution.
Nassaji, M. and Gordon, A.J. 2020. Epistemic insight: a systematic problem and an ecosystemic solution.
A guidebook to building an epistemically insightful learning experience in primary schools
Lawson, F., Simpson, S. and Billingsley, B. 2020. A guidebook to building an epistemically insightful learning experience in primary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5211208
A guidebook to building permeable classroom walls in secondary schools
Lawson, F. and Billingsley, B. 2020. A guidebook to building permeable classroom walls in secondary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5220714
The epistemic insight digest: Issue 1: Autumn 2020
Billingsley, Berry, Stone, Paula, Goddard, Kim, Peters, Christopher, Wilkinson, Victoria, Wilkinson, Murray, Stockham, Claire, Spaull, Stewart, Smith, Lauren, Robinson, Benjamin and Hosseinzadehrahvar, Shirin Stone, Paula (ed.) 2020. The epistemic insight digest: Issue 1: Autumn 2020. Canterbury Canterbury Christ Church University.
Shattering the subject silos: learning about big questions and epistemic insights
Billingsley, B. and Hazeldine, L. 2020. Shattering the subject silos: learning about big questions and epistemic insights. Impact: Journal of the Chartered College of Teaching. Summer (Issue 9).
Developing a cross-curricular session about evolution for initial teacher education: findings from a small-scale study with pre-service primary school teacher
Billingsley, B., Abedin, M., Chappell, K. and Hatcher, C. 2019. Developing a cross-curricular session about evolution for initial teacher education: findings from a small-scale study with pre-service primary school teacher. in: Harms, U. and Reiss, M. (ed.) Evolution Education Re-considered: Understanding What Works Switzerland Springer. pp. 41-57
Exploring secondary school students’ stances on the predictive and explanatory power of science
Billingsley, B. and Nassaji, M. 2019. Exploring secondary school students’ stances on the predictive and explanatory power of science. Science & Education. 28 (1-2), pp. 87-107. https://doi.org/10.1007/s11191-019-00031-7
Inspiring minds: Widening participation opportunities with big questions on identity and STEM
Lawson, F. and Billingsley, B. 2019. Inspiring minds: Widening participation opportunities with big questions on identity and STEM.
A framework for teaching epistemic insight in schools
Billingsley, B., Nassaji, M., Fraser, S. and Lawson, F. 2018. A framework for teaching epistemic insight in schools. Research in Science Education. 48, pp. 1115-1132. https://doi.org/10.1007/s11165-018-9788-6
Entrenched compartmentalisation and students’ abilities and levels of interest in science
Billingsley, B., Nassaji, M. and Abedin, M. 2017. Entrenched compartmentalisation and students’ abilities and levels of interest in science. School Science Review. 99 (367), pp. 26-31.
Epistemic insight and the power and limitations of science in multidisciplinary arenas
Billingsley, B. and Hardman, M. 2017. Epistemic insight and the power and limitations of science in multidisciplinary arenas. School Science Review. 99 (367), pp. 16-18.
Epistemic insight and classrooms with permeable walls
Billingsley, B. and Ramos Arias, A. 2017. Epistemic insight and classrooms with permeable walls. School Science Review. 99 (367), pp. 44-53.
Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas
Billingsley, B. and Hardman, M. 2017. Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas. School Science Review.
Teaching and learning about epistemic insight
Billingsley, B. 2017. Teaching and learning about epistemic insight. School Science Review.